► The purpose of this qualitative case study was to explore why first-year students at Georgia College identified by MAP-Works as socially at-risk left after their…
(more)

▼ The purpose of this qualitative case study was to explore why first-year students at Georgia College identified by MAP-Works as socially at-risk left after their first semester, but more importantly, why, those interviewed for this dissertation were retained.
Data was gathered from 22 student interviews, observations of student groups, and review of longitudinal information gathered by Georgia College Office of Institutional Research. Primary findings revealed that a single connection made with a faculty, staff, or peer made a significant difference in the retention of the students. The data suggested that identifying socially at-risk students and assisting them in making these important connections within the first weeks of their first year may greatly assist in their retention.
Advisors/Committee Members: Sheila Slaughter.

► The present study investigated the risk and resiliency factors of combat warriors who matriculate into higher learning institutions after military service. The study explores specific…
(more)

▼ The present study investigated the risk and resiliency factors of combat warriors who matriculate into higher learning institutions after military service. The study explores specific variables that influence risk and resilience from a Positive Psychology standpoint. One hundred and eleven participants from across the country were administered the Deployment Risk and Resilience Inventory, the Combat Exposure Scale, and the Human Spirituality Survey. The results obtained in this survey suggest that levels of PTSD are high among matriculating warriors. The majority of participants had more than one deployment ( X = 2.17, SD = 1.48), had spent more than a year and a half deployed ( X = 1.69, SD = 1.11), and 59% had never fired their weapon in combat. This is a stark change from previous findings, suggesting that as the conflict has progressed, the nature of military warriors has changed. Many expected differences in combat exposure, unit social support, and harassment due to branch or job specialty were found. Unexpectedly, limited combat exposure in both Air Force and Navy personnel did not protect against higher levels of PTSD. Warriors showed very low levels of spirituality, and there was a non-significant trend to suggest spirituality as a resilience factor against PTSD.
Advisors/Committee Members: Brian A. Glaser.

► This study explored developing purpose in traditional-aged collegestudents utilizing Chickering and Reisser’s (1993) theory of student development as the theoretical framework. Research has examined…
(more)

▼ This study explored developing purpose in traditional-aged collegestudents utilizing Chickering and Reisser’s (1993) theory of student development as the theoretical framework. Research has examined developing purpose, involvement, and career indecision separately, with minimal attention paid to the ways in which these constructs interact. The purpose was to examine the relationship among involvement, career indecision, and specific demographic variables as related to developing purpose. This research sought to determine which constellation of variables could serve as predictors of developing purpose. Five research questions were studied: To what extent do specific demographic and background variables help explain the development of purpose? What is the joint contribution of involvement and career indecision in explaining variation in developing purpose over and above what is explained by specific demographic and background variables? What is the unique contribution of career indecision in explaining variation in developing purpose over and above what is explained by specific demographic and background variables and involvement? What is the unique contribution of involvement in explaining variation in developing purpose over and beyond what is explained by specific demographic and background variables and career indecision? What variables appear to be most important in explaining development of purpose? The Student Developmental Task and Lifestyle Assessment, College Student Experiences Questionnaire, Career Decision Scale, and a demographic information questionnaire developed by the researcher were administered to 295 juniors and seniors at two institutions. A stepwise multiple regression was performed on the data. Results of the study indicated that the Developing Purpose construct is part of a constellation involving other variables (career indecision, involvement, race, major, and class level) rather than a single independent variable. The optimal regression equation for the sample at Institution I, a Predominantly White Institution, included: career indecision, involvement, race, and major. At Institution II, a Historically Black University, the regression equation included: career indecision, involvement, race, major, and class level. These results were significant at the p = .05 level. This dissertation makes specific recommendations for interventions, programs and services that can assist student affairs professionals and other educators with promoting the development of purpose in traditional-aged collegestudents.
Advisors/Committee Members: Rosemary E. Phelps.

Prince, P. A. (2007). Variables that predict development of purpose in traditional-aged college students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/prince_patrice_a_200705_phd

Chicago Manual of Style (16th Edition):

Prince, Patrice Annette. “Variables that predict development of purpose in traditional-aged college students.” 2007. Doctoral Dissertation, University of Georgia. Accessed March 21, 2019.
http://purl.galileo.usg.edu/uga_etd/prince_patrice_a_200705_phd.

Prince PA. Variables that predict development of purpose in traditional-aged college students. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Mar 21].
Available from: http://purl.galileo.usg.edu/uga_etd/prince_patrice_a_200705_phd.

Council of Science Editors:

Prince PA. Variables that predict development of purpose in traditional-aged college students. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/prince_patrice_a_200705_phd

University of Georgia

4.
Colburn, Alicia Dawn Caudill.
An exploration of relationships between second-year students attending a two-year college and their parents.

► The purpose of this research study was to understand the relationships between second-year collegestudents attending a two-year institution and their parents. The study was…
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▼ The purpose of this research study was to understand the relationships between second-year collegestudents attending a two-year institution and their parents. The study was conducted at a two-year institution in the Southeast. Data were collected through in-depth interviews with eight students and one of their parents. Eight research questions guided this study: 1. How did students describe their current relationships with their parents? 2. How did the parents of these students describe their current relationships with their students? 3. What type and amount of influence did students perceive their parents had on their academic decisions? 4. What type and amount of influence did parents perceive they had on their studentsm academic d ecisions?5. What type and amount of influence did students perceive their parents had on their personal decisions? 6. What type and amount of influence did parents perceive they had on their studentsm personal d ecisions?7. Did qualitative data findings from the parents of the students reflect the student development results as indicated by student scores on the Student Developmental Task and Lifestyle Assessment (Winston, Miller & Cooper, 1999)? 8. Did qualitative data findings regarding the studentsm development reflect the results of their individual student scores on the Student Developmental Task and Lifestyle Assessment (Winston, Miller & Cooper, 1999)? Findings provided information to add to the literature on college student and parent relationships at two-year colleges. Second-year students attending a two-year institution have close relationships with their parents. Parents and students communicate frequently. Parents wanted students to complete their degrees, and they worked to reduce stress in the studentsm lives to they could accomplish this goal. Parents were not as engaged in their studentsm personal decisions as they were in their academic decisions. Student qualitative data findings supported the findings of student scores on the SDTLA. The majority of student scores fell in congruence with normative data for sophomore-level students. It appears the students were progressing developmentally as would be expected for sophomore level students. Students were better able to articulate their experiences in each of the investigated SDTLA areas than their parents were.
Advisors/Committee Members: Merrily Dunn.

Colburn, A. D. C. (2007). An exploration of relationships between second-year students attending a two-year college and their parents. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/colburn_alicia_d_200708_phd

Chicago Manual of Style (16th Edition):

Colburn, Alicia Dawn Caudill. “An exploration of relationships between second-year students attending a two-year college and their parents.” 2007. Doctoral Dissertation, University of Georgia. Accessed March 21, 2019.
http://purl.galileo.usg.edu/uga_etd/colburn_alicia_d_200708_phd.

MLA Handbook (7th Edition):

Colburn, Alicia Dawn Caudill. “An exploration of relationships between second-year students attending a two-year college and their parents.” 2007. Web. 21 Mar 2019.

Vancouver:

Colburn ADC. An exploration of relationships between second-year students attending a two-year college and their parents. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Mar 21].
Available from: http://purl.galileo.usg.edu/uga_etd/colburn_alicia_d_200708_phd.

Council of Science Editors:

Colburn ADC. An exploration of relationships between second-year students attending a two-year college and their parents. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/colburn_alicia_d_200708_phd

Wake Forest University

5.
Chen, Peiqi.
THE USE OF HUMOR IN SELF-DISCLOSURE: A COPING STRATEGY FOR UNIVERSITY STUDENTS.

► Research on the effect of humor on health of individuals has been underway for several decades. The present study sought to extend previous findings by…
(more)

▼ Research on the effect of humor on health of individuals has been underway for several decades. The present study sought to extend previous findings by (1) investigating the effect of humor on emotional improvement in a communicative context wherein one person enacts humor to disclose stress with another individual, (2) explore the role of reappraisal in the relationship between the use of humor and emotional improvement, and (3) explore the role of received social support in the relationship between the use of humor and emotional improvement. A total of eighty-three undergraduate and graduate students at a Southeastern University participated in the online survey. The respondents were instructed to take a moment to recall a recent conversation where they used humor to talk about their stress with another person. Afterwards they completed a series of online questionnaires, including measures of humor types, perceived emotional improvement after the conversation, reappraisal of stress after the conversation, received support from conversational partners, coping humor, humor orientation and perceived stress. Results indicated that humor was positively associated with emotional improvement. Mediation analyses revealed that the positive relationship between humor and emotional improvement was mediated by reappraisal and received social support.

► The purpose of this project was to use the Theory of Planned Behavior (TPB) to explain health behaviors performed by university students. In the review…
(more)

▼ The purpose of this project was to use the Theory of
Planned Behavior (TPB) to explain health behaviors performed by
university students. In the review component of this project, the
TPB was applied to behaviors related to alcohol use, drug use,
tobacco use, diet, exercise, condom use, sleep, vaccinations, and
mental health treatment. In the study component of this project,
the TPB was used to explain what motivates bystanders to perform
cardiopulmonary resuscitation (CPR) on a cardiac arrest victim. The
objective of the study was to determine the extent to which the TPB
accounts for variability in intention to perform CPR; to explore
which constructs in the TPB significantly and most strongly predict
intention to perform CPR; and to examine sex-based differences in
TPB constructs and intention to perform CPR among collegestudents.
In the study, 588 undergraduate students responded to a
cross-sectional TPB survey about performing CPR. Based on
multivariate linear regression analyses, attitude was the strongest
predictor of intention to perform CPR ( = 0.381, p<0.001),
followed by subjective norm ( = 0.303, p<0.001), and perceived
behavioral control ( =0.167, p<0.001). The TPB accounted for 51%
of the variance in intention to perform CPR (F[3, 536]=186,
p<0.001). There were no sex-based differences in intention to
perform CPR. This research has implications for designing CPR
trainings. Specifically, resuscitation trainings that highlight
positive outcomes and social norms associated with performing CPR
may help bystanders form intentions to perform CPR, and may
increase the likelihood that they will perform CPR in an
emergency.
Advisors/Committee Members: Risica, Patricia (Advisor), Ranney, Megan (Reader).

► Preventive Screening Guidelines for Young Adults: A Review of the Literature: This literature review aims to summarize the existing research on young adults’ access to…
(more)

▼ Preventive Screening Guidelines for Young Adults: A
Review of the Literature: This literature review aims to summarize
the existing research on young adults’ access to preventive health
screenings. The review will discuss young adult preventive
screening recommendations in the primary care setting,
evidence-based guidelines specific to young adults, and barriers
and disparities among young adults in adherence to these
guidelines. Preventive Health Care Access Among Students in Brown
University Post-Graduate Programs: ￼Objective This paper evaluates
whether Brown University graduate and medical students have access
to preventive care by asking about primary care visits and
screening recommendations supported by the US Preventive Services
Task Force (USPSTF). Additionally, it examines whether there are
gender and race-based disparities in screening for this group.
Methods This descriptive study used a cross-sectional,
observational design. A survey, based in DatStat Illume, was
distributed online via email to Brown University medical and
graduate students. Questions on the survey captured information
about each student’s health insurance, most recent visit to a
primary care provider, and whether or not a doctor had screened the
student for cardiovascular disease, depression, or sexually
transmitted infections. Students were also asked about receiving
referrals to testing and services if needed and demographic
questions. Proportions of students who reported receiving each
screening measure were calculated. Secondary analyses of possible
racial and sex disparities were conducted using Fisher’s exact test
of independence. ￼Results The survey was completed by a total of
123 eligible respondents, of whom 112 of these respondents met the
inclusion criteria for analysis: enrollment in medical, graduate,
or dual-degree programs at Brown University. A majority (54%) of
the respondents had a personal healthcare provider and half (50%)
had visited a primary care provider within the past 12 months. A
majority of respondents had received all general recommendations,
except screenings for depression and sexually transmitted
infections. Statistically significant results include a greater
proportion of black students (82%) reporting visits to a primary
health care provider within the past 12 months, while smaller
proportions of white (52%), Hispanic (22%), and Asian (35%)
students reported the same (p=0.04). Lower proportions of all
minority groups reported being asked about alcohol use (p=0.04) and
having cholesterol levels checked, compared with whites (p=0.03).
The women in this study reported being screened for depression at
greater rates than the men (p<0.01) and reported greater rates
of testing for sexually transmitted infections other than HIV
(p=0.01). Conclusion The proportions of students who have a
personal healthcare provider and have seen a primary care provider
in the past 12 months are acceptable, but there is significant room
for improvement. This study has captured a snapshot of the
currently enrolled post-graduate…
Advisors/Committee Members: Rosenthal, Samantha (Advisor), Feller, Edward (Reader).

Ansari, N. (2017). Preventive Screening Guidelines for Young Adults: A Review
of the Literature; Preventive Health Care Access Among Students in
Brown University Post-Graduate Programs. (Thesis). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:733260/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ansari, Norin. “Preventive Screening Guidelines for Young Adults: A Review
of the Literature; Preventive Health Care Access Among Students in
Brown University Post-Graduate Programs.” 2017. Thesis, Brown University. Accessed March 21, 2019.
https://repository.library.brown.edu/studio/item/bdr:733260/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ansari, Norin. “Preventive Screening Guidelines for Young Adults: A Review
of the Literature; Preventive Health Care Access Among Students in
Brown University Post-Graduate Programs.” 2017. Web. 21 Mar 2019.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ansari N. Preventive Screening Guidelines for Young Adults: A Review
of the Literature; Preventive Health Care Access Among Students in
Brown University Post-Graduate Programs. [Thesis]. Brown University; 2017. Available from: https://repository.library.brown.edu/studio/item/bdr:733260/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

▼ Self-regulation, comprised of affective regulation,
cognitive processing, and self-related processing, is increasingly
researched as potentially influencing medical regimen adherence.
Mindfulness-based interventions (MBIs) have been implemented to
improve self-regulation, the most established and prominent of
which are Mindfulness- Based Stress Reduction (MBSR) and
Mindfulness-Based Cognitive Therapy (MBCT). The degree to which
MBIs engage specific affect regulation measures have not been
systematically reviewed. Furthermore, MBIs that are customized to
their target population may have greater impact than those which
are not customized. Collegestudents often live in high- stress
conditions. MBIs have potential to enhance college students’
ability to maintain healthy, happy lives in the midst of
high-stress. The present study 1) examined which types and
instruments associated with emotion-related processes are
repeatedly used in trials of MBSR and MBCT using systematic review
methodology and creation of an evidence map; and 2) evaluated
impacts of the college-population customized Mindfulness-Based
Intervention called Meditation, Mindfulness, and Health Training
(MMHT) intervention on college students’ emotional well-being,
assessed using the Difficulties in Emotion Regulation Scale (DERS).
Secondary aims include additional affective outcomes (Positive and
Negative Affect Schedule (PANAS), Self-compassion Scale (SCS),
Rosenberg Self-esteem Scale (RSS), general health indicators (blood
pressure, body mass index, sleep [Pittsburgh Sleep Quality Index],
diet [Fruit and Vegetable Intake]) as well as cognitive performance
(Adapted Graduate Records Examination Reading Comprehension, Trail
Making Test), and levels of mindfulness (Five-Facet Mindfulness
Questionnaire [FFMQ]. This study served as a pilot for a randomized
control trial currently underway, and a forthcoming meta-analysis
will additionally assess the efficacy of the systematic review
results presented here.
Advisors/Committee Members: Loucks, Eric (Advisor), Britton, Willoughby (Reader).

► Research examining disparity between baccalaureate completion among "native" and community college transfer students has gained attention in recent years. Current and prior research has identified…
(more)

▼ Research examining disparity between baccalaureate completion among "native" and community college transfer students has gained attention in recent years. Current and prior research has identified important pre-college and demographic characteristics with a positive relationship to baccalaureate completion. Yet few studies have focused on the influence of nonacademic and academic environmental factors specific to first time beginning community college transfers. The theoretical perspectives guiding this quantitative study included Bean and Metzner's (1985) Conceptual Model of Nontraditional Undergraduate Student Attrition and Astin’s (1984) I+E=O model and Theory of Involvement. Drawing upon data from the Beginning Postsecondary Student Longitudinal Study (BPS:04/09), this study investigated the relationship between a set of theoretically grounded variables and the baccalaureate completion of community college first time beginners who first accessed postsecondary education during the fall of 2003-2004. The final analytical sample for this study included 6,300 panel respondents whose first institution of higher education was a public 2-year college and who subsequently transferred to a 4-year institution and earned a bachelor's degree by June 2009. Binary logistic regression was applied using PowerStats which is the online statistical tool used by NCES. The findings suggest that the following seven factors have a statistically significant positive relationship to baccalaureate completion among community college transfer students over six years: student postsecondary plans that include transfer to a 4-year institution, high school grade point average, meeting with faculty outside the classroom, meeting often with an academic advisor, parental education, part-time employment while enrolled, and student baccalaureate aspirations. The findings of this study should be of interest to policymakers at the state and national levels and with key stakeholders in two and four year colleges in expanding the support and collaboration among all institutions of higher education as they seek to continue facilitating the transfer process and promote long-term educational success for community college transfer student baccalaureate aspirants.
Advisors/Committee Members: Johnson, Earl (advisor), Clemetsen, Bruce (committee member).

Bowen KJ. Predictors of Completion : The Influence of Academic and Non-Academic Environmental Factors on Baccalaureate Completion Among Community College Transfer Students. [Doctoral Dissertation]. Oregon State University; 2015. Available from: http://hdl.handle.net/1957/57849

Texas A&M University

10.
Wilkerson, Steven Lamar.
An Empirical Analysis of Factors That Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (HSI).

► The purpose of this study was to identify how input and environmental factors impact first-to-second year retention of undergraduate students at a large Hispanic Serving…
(more)

▼ The purpose of this study was to identify how input and environmental
factors impact first-to-second year retention of undergraduate students at a large
Hispanic Serving Institution (HSI). An additional purpose of the study was to
determine the usefulness of the Astin Typology as a predictive factor for student
retention. The sample for the study was 1,296 first-year students enrolled at the
University of Texas at San Antonio during the 2002, 2003, and 2004 academic
years.
Data used for the study included student responses to the Cooperative
Institutional Research Program (CIRP): Freshman Survey (to identify each
participant?s Astin type), gender, ethnicity, SAT scores, rank in high school class,
first-generation status, financial need, first-semester residence, entry-college,
semester credit hours attempted, academic course difficulty, participation in
Supplemental Instruction, and enrollment in a first-year seminar course. Both descriptive and univariate statistics were used to describe the sample
population, as well as the similarities and differences found to exist among the
seven Astin types. Three separate logistic regression analyses organized by
Astin?s I-E-O framework were conducted to develop a predictive model for
retention from the first-to-second year of college. Subsequent analyses were
conducted to identify the specific factors that were useful for predicting retention
for each of the seven Astin types.
The major findings of this study were:
? The most frequent Astin type identified within the sample population was
Status Striver
? The model that included both Input and Environmental factors was the
most accurate model for predicting retention
? Students who were classified as Hedonist, Status Striver, and
Uncommitted were less likely to be retained at this institution when all
other input and environmental factors were controlled.
? Environmental factors were most useful for predicting retention, in
particular, semester credit hours attempted that had an inverse
relationship with retention for all Astin types
? First-generation status, financial need, SAT score were not useful for the
prediction of retention
? First-year seminar course enrollment and participation in Supplemental
Instruction had a positive impact on retention This study provided evidence that the Astin typology is viable as a means of
retention among college student populations.
Advisors/Committee Members: Bonner II, Fred (advisor), Peck-Parrott, Kelli (committee member), Stanley, Christine A. (committee member), Welch, Ben (committee member).

Wilkerson, S. L. (2009). An Empirical Analysis of Factors That Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (HSI). (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3287

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wilkerson, Steven Lamar. “An Empirical Analysis of Factors That Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (HSI).” 2009. Thesis, Texas A&M University. Accessed March 21, 2019.
http://hdl.handle.net/1969.1/ETD-TAMU-3287.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wilkerson, Steven Lamar. “An Empirical Analysis of Factors That Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (HSI).” 2009. Web. 21 Mar 2019.

Vancouver:

Wilkerson SL. An Empirical Analysis of Factors That Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (HSI). [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Mar 21].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3287.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wilkerson SL. An Empirical Analysis of Factors That Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (HSI). [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3287

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Only a few research papers study the pursuit of multiple degrees in Cambodian higher education context; today, it is a popular trend for students to…
(more)

▼

Only a few research papers study the pursuit of
multiple degrees in Cambodian higher education context; today, it
is a popular trend for students to pursue more than one degree upon
when of their high school diploma or associate degree (Walker,
2012). However, taking more than one degree in Cambodian higher
education raises the question of whether or not it offers a
successful academic option for students.
This study investigates
the factors that influence students’ decisions to take more than
one degree. The study also examines the challenges that students
have encountered during their academic life. Last, the view of
students toward the multiple degrees is explored. A qualitative
research methodology is adopted in order to answer these questions
and analyze the phenomenon. Questionnaires and semi-structured
interviews are the two main tools used in this study.
The study
has found that there are many reasons why students decide to take
more than one degree. Among them, the wish to broaden knowledge,
increase job opportunities, academic interest, gaining knowledge
that is complementary to the first degree, and the clarification of
academic interests and future goals are the main reasons behind
taking the multiple degrees today. However, most students have
struggled with issues such as time management, health condition,
and financial problem during their academic studies. Moreover, the
study illustrates that the majority of students are satisfied with
taking multiple degrees, while only the minority of students are
not satisfied with the multiple degrees due primarily to low levels
of concentration on lessons, repeating the same courses between the
different degrees and taking on large workloads. Last, this study
suggests a series of recommendations and further studies at the end
of the paper.

► This work is a study of how Latino non-traditional students interpret and give meaning to their withdrawal experiences from a higher education institution. To examine…
(more)

▼ This work is a study of how Latino non-traditional students interpret and give meaning to their withdrawal experiences from a higher education institution. To examine this phenomenon, I used a qualitative method, which included a focus on a unique institution with a mission to serve Latino non-traditional students, a student satisfaction survey, and interviews with 31 former students. These were divided into 21 non-graduates and 10 graduates. The analysis used a Cultural Studies approach with additional theoretical grounding from Gramsci and Bourdieu. The study finds that Latino non-traditional students interpret their experiences as working in culturally contested spaces. Students give meaning to these experiences in complex and fluid ways, which in many cases, lead to decisions to withdraw. This reinforces and reproduces social systems that limit access to higher education to non-traditional populations.
Advisors/Committee Members: Tozer, Steve (advisor).

Sund, A. C. (2015). Strangers in the Academy: Retention of Latino Non-Traditional Students and College Culture. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19331

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sund, Andrew C. “Strangers in the Academy: Retention of Latino Non-Traditional Students and College Culture.” 2015. Thesis, University of Illinois – Chicago. Accessed March 21, 2019.
http://hdl.handle.net/10027/19331.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sund, Andrew C. “Strangers in the Academy: Retention of Latino Non-Traditional Students and College Culture.” 2015. Web. 21 Mar 2019.

Vancouver:

Sund AC. Strangers in the Academy: Retention of Latino Non-Traditional Students and College Culture. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2019 Mar 21].
Available from: http://hdl.handle.net/10027/19331.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sund AC. Strangers in the Academy: Retention of Latino Non-Traditional Students and College Culture. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19331

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► Religion and spirituality offer powerful resources from which people can draw strength and support to cope with existential conflicts (Kallampally, Oakes, Lyons, Greer, & Gillespie,…
(more)

▼ Religion and spirituality offer powerful resources from which people can draw strength
and support to cope with existential conflicts (Kallampally, Oakes, Lyons, Greer, &
Gillespie, 2007). A number of theorists have linked religion and spirituality with
resilience (Greene & Conrad, 2002), but research is needed that assesses the
multidimensional nature or religiousness/spirituality and resilience among collegestudents. The current study examined the relationship between religiousness/spirituality
resilience. Three hundred seventy-five women and men from a university sample
completed a demographics questionnaire, the Brief Multidimensional Measure of
Religiousness/Spirituality (Fetzer Institute/NIA, 1999) and the Resilience Scale (Wagnild
& Young, 1993). Hypotheses predicted that increases in different dimensions of
religiousness/spirituality would be related to increases in one's level of resilience.
Results indicated that the following dimensions of religiousness/spirituality were
significantly related to resilience: daily spiritual experiences, values/beliefs, forgiveness,
private religious practices, positive coping, religious support, and overall self-ranking.
Two dimensions were not significantly related to resilience: organizational religiousness
and negative coping. It was also predicted that overall spiritual self-ranking would have a
stronger positive correlation with resilience than overall religious self-ranking; this
hypothesis was also supported by the data. Implications for theory research, practice, andtraining are offered.
Advisors/Committee Members: Mollen, Debra (advisor), Rubin, Linda (advisor), Stabb, Sally (advisor), Marshall, David (advisor).

▼ This phenomenological study, using Edmund Husserl's descriptive
phenomenology, explored the stressors experienced by male minority student nurses
while completing a baccalaureate program. The purpose of this study was to explore the
major stressors experienced by male baccalaureate nursing students from racial and
ethnic minority groups. In addition, coping mechanisms or strategies used by the
participants to deal with those stressors were also studied. Furthermore, the participants'
thoughts and opinions regarding the reasons or contributing factors related to the lack of
male minority students in nursing were explored in this study. Through face-to-face,
audio-taped interviews using five open-ended questions and probes to facilitate
discussion 10 male minority student nurses discussed the stressors they experienced.
Each transcript describing the stressor experienced by male minority student nurse was
analyzed using Colaizzi phenomenological methodology. Four patterns and seventeen
them emerged from analyzing the transcripts. The four patterns include :Higher
Perceived expectation Outnumbered Treated Differently and Ridiculed for Being
Male. The overarching theme is Being a Male is More Stressful than Being a Minority
(Table 1) Understanding these stressors urges each and every of us and our society as a
whole to re-evaluate the way we have been viewing and treating male student nurses and
male nurses. More importantly, appropriate and urgent actions need to be taken to
minimize or eliminate these stressors so that we can potentially have more minority male
in the nursing profession.
Advisors/Committee Members: Malecha, Ann (Committee Chair), McFarland, Judith (committee member), Aboul-Enein, Faisal (committee member).

►College introduces many new experiences to students; it is during this time that students develop behaviors and habits that can affect them throughout their lives.…
(more)

▼College introduces many new experiences to students; it is during this time that students develop behaviors and habits that can affect them throughout their lives. Influences on dietary decisions made by collegestudents have been well researched. However, the college foodservice system, one influencing factor, is evolving with the increase in student attendance and demands. The invention and use of meal plan systems by colleges and universities has added another variable that shapes the decisions and dietary behaviors of students. Regulations in meal plans can limit meal times, monetary amounts and number of meals allowed in a given time frame. The purpose of this pilot study was to examine the impact of a regulated meal plan system on students at a Midwest university. Students who utilized the college meal plan system were asked to complete a survey about their dietary behavior, attitude and beliefs towards the regulated meal plan offered at the Midwest University. The expectation of conducting this research was to better understand how the decisions and purchases by students are shaped when aspects such as time, money and meal allowance per week are controlled and regulated.
Advisors/Committee Members: Pucciarelli, Deanna L. (advisor).

► This study investigates the possible reasons why students struggle with the concept of fractions. During this study, collegestudents from both a mathematics course required…
(more)

▼ This study investigates the possible reasons why students struggle with the concept of fractions. During this study, collegestudents from both a mathematics course required for their major and students in a basic core curriculum mathematics course completed a 10- problem test containing different types of problems involving fractions. These participants were not allowed to use a calculator. The number of correct responses for each problem was recorded. The scores were then compared to a survey that students answered, specifically looking at which problems they felt were the easiest/hardest to solve, and the method which they used to solve each problem. The results of this study indicated that all students struggled to solve word problems and had greater success with symbolic questions. The results indicated that there was an issue with conceptual and procedural knowledge levels. Also, the research showed that students resorted to traditional ways of solving problems. Additional results revealed that the students enrolled in the course required for their major were more successful than those in the core curriculum course. There was also no significant difference between performance on the test and gender.

► Nursing students and new graduate nurses experience a great deal of role stress and acculturation issues may compound that stress. The goal of this secondary…
(more)

▼ Nursing students and new graduate nurses experience a great deal of role stress and acculturation issues may compound that stress. The goal of this secondary analysis was to assess the relationship between acculturation levels of student nurses and their role stress experienced in nursing school and in their first two years in professional practice. This study was a longitudinal, repeated measures design that explored role stress and acculturation in a cohort of student nurses over the course of four years. Results revealed moderate role stress in student nurses with correlations between acculturation and clinical stress as measured by the Student Nurse Stress Index (SNSI). Clinical role stress was significantly correlated with acculturation on all five student measurements. Mild/occasional stress was detected in new graduate nurses. A single correlation was found between new graduate nurses' role stress and discrimination as measured by the Expanded Nursing Stress Scale (ENSS). The ENSS may not be well-suited to detect role stress in new graduate nurses.
Advisors/Committee Members: Landrum, Peggy (Committee Chair), Malecha, Ann (committee member), Binder, Brenda (committee member).

Perius, E. (2012). Exploration of the relationship between acculturation and role stress in nursing students and new graduate nurses. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/3002

Chicago Manual of Style (16th Edition):

Perius, Elizabeth. “Exploration of the relationship between acculturation and role stress in nursing students and new graduate nurses.” 2012. Doctoral Dissertation, Texas Woman's University. Accessed March 21, 2019.
http://hdl.handle.net/11274/3002.

MLA Handbook (7th Edition):

Perius, Elizabeth. “Exploration of the relationship between acculturation and role stress in nursing students and new graduate nurses.” 2012. Web. 21 Mar 2019.

Vancouver:

Perius E. Exploration of the relationship between acculturation and role stress in nursing students and new graduate nurses. [Internet] [Doctoral dissertation]. Texas Woman's University; 2012. [cited 2019 Mar 21].
Available from: http://hdl.handle.net/11274/3002.

Council of Science Editors:

Perius E. Exploration of the relationship between acculturation and role stress in nursing students and new graduate nurses. [Doctoral Dissertation]. Texas Woman's University; 2012. Available from: http://hdl.handle.net/11274/3002

University of Wisconsin – La Cross

18.
Passow, Teri.
Student perceptions of the transfer support systems offered at two- and four-year institutions.

► As the number of transfer students increased across the country, it is important to continue to learn about the transfer process. This qualitative study explored…
(more)

▼ As the number of transfer students increased across the country, it is important to continue to learn about the transfer process. This qualitative study explored the support systems made available to students transferring from a two- to four-year campus. To investigate the transfer transition, this research utilized the following question: What perceptions do students have of the transfer support systems offered at two-and four-year institutions? Nine students, seven staff members from two-year campuses, and five staff members from a four-year institution participated in the study. Data gathered during these interviews was analyzed using a constant comparative method. While separate themes were identified for each group of participants, four major conclusions emerged in the complete analysis: communication, types of support, levels of support, and overall transfer experience. Considering these conclusions, several recommendations and ideas for future research are provided. These observations and suggestions will assist two- and four-year campuses in providing more complete support systems for transfer students in the future.
Advisors/Committee Members: Johnson, Emily, Knudson, Paula, Bakkum, Chris.

► Community college health and engineering students often have difficulty understanding physics on a conceptual level, as well as general science practices used in experimentation and…
(more)

▼ Community college health and engineering students often have difficulty understanding physics on a conceptual level, as well as general science practices used in experimentation and data analysis. This often leads to low levels of confidence in both, which effects classroom moral. For my intervention, I have students design their own physics labs as a means of having them think deeply about content and lab analysis, and measure the outcomes on both their understanding of each, as well as confidence. To measure student understanding of course content, each lab will have an associated pre and post-test to compare. I will also make use of their first exam to compare to past semesters, and the Force Concept Inventory (FCI) to compare nationally. Growth in confidence makes use of pre-intervention and post-intervention surveys, as well as student interviews. Growth in data analysis and science practices use pre- and post-tests, given before and after the intervention. Through the intervention I have observed increases in content understanding, as evident by increases in average pre-posttests scores for each lab. Students also showed growth in the normalized gains on the FCI (higher then past semesters and the national average). Student confidence also increased in terms of both their understanding of physics, science and data analysis. Student understanding of analyzing data was also greatly increased, and is what I consider the most successful part of the intervention.
Advisors/Committee Members: Chairperson, Graduate Committee: Peggy Taylor. (advisor).

Merriman, S. M. (2016). The effect of group created lab designs on students' understanding of content and science practices. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10077

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Merriman SM. The effect of group created lab designs on students' understanding of content and science practices. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Mar 21].
Available from: https://scholarworks.montana.edu/xmlui/handle/1/10077.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Merriman SM. The effect of group created lab designs on students' understanding of content and science practices. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10077

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

University of Miami

20.
Franchi-Alfaro, Jessica.
The Role of Academic Advising in the Experiences of Undocumented Latina CollegeStudents.

► This study explored the role of academic advising in the experiences of undocumented Latina collegestudents. The study is predicated on Astin's (1984) theory of…
(more)

▼ This study explored the role of academic advising in the experiences of undocumented Latina collegestudents. The study is predicated on Astin's (1984) theory of student involvement, which discusses academic and social involvement as an important antecedent in the psychosocial and academic development of collegestudents, and its influence on student persistence, retention, and completion. Academic advising as a college process contributes to students' academic and psychosocial involvement on college campuses from both an academic and social perspective as provided for in the theory. A total of seven interviews were conducted to shed greater understanding on the experiences of undocumented Latina collegestudents within the academic advising process as well as the types of advising experiences sought by this student population. Using thematic and content analysis, 13 categories were identified and consolidated into three primary themes. The following three major themes emerged as general findings from these analyses: (1) challenges with accessing information, (2) difficulty establishing academic advising relationships, and (3) access and support. A series of recommendations for both institutional leaders and academic advisors within the university are considered and discussed at length.
Advisors/Committee Members: Pedro Villarreal III, Anabel Bejarano, Dina Birman, Brian Weinblatt, Don Stacks.

Franchi-Alfaro, J. (2017). The Role of Academic Advising in the Experiences of Undocumented Latina College Students. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1921

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Franchi-Alfaro, Jessica. “The Role of Academic Advising in the Experiences of Undocumented Latina College Students.” 2017. Thesis, University of Miami. Accessed March 21, 2019.
https://scholarlyrepository.miami.edu/oa_dissertations/1921.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Franchi-Alfaro, Jessica. “The Role of Academic Advising in the Experiences of Undocumented Latina College Students.” 2017. Web. 21 Mar 2019.

Vancouver:

Franchi-Alfaro J. The Role of Academic Advising in the Experiences of Undocumented Latina College Students. [Internet] [Thesis]. University of Miami; 2017. [cited 2019 Mar 21].
Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1921.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Franchi-Alfaro J. The Role of Academic Advising in the Experiences of Undocumented Latina College Students. [Thesis]. University of Miami; 2017. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1921

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

21.
Vannatter, Aarika B.Influence of generational status and financial stress on academic and career self-efficacy: Generational status and financial stress.

▼ Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) provided a theoretical framework for the present study. Students’ beliefs in their abilities to perform academic tasks (i.e., academic self-efficacy; Solberg, O’Brien, Villarreal, Kennell, & Davis, 1993) and to make career-related decisions (i.e., career decision self-efficacy; Betz & Taylor, 2001) are influential in their completion of college. Collegestudents with limited financial resources and those who do not have a family member in an older generation who graduated from college may not experience the same degree of efficacy as those students with greater financial resources or a college graduate role model in their families (Horn & Nuñez, 2000; Oliver, Rodriguez, & Mickleson, 1985; Wohlgemuth et al., 2006-2007). The present study tested two hypotheses: 1) First-generation collegestudents will express lower levels of academic self-efficacy and career decision self-efficacy than continuing-generation collegestudents; and 2) Collegestudents with high financial stress will express lower levels of academic self-efficacy and career decision self-efficacy than those with low financial stress. A 2 x 3 factorial multiple analysis of variance (MANOVA) was used to test the hypotheses. Significant results of the MANOVA were explored using descriptive discriminant function analysis. Three post-hoc analyses were also completed. The results revealed no significant differences on levels of academic or career decision self-efficacy based on generational status, however, differences in both forms of self-efficacy were found based on financial stress. Strengths and limitations, implications for theory and counseling, and directions for future research are discussed. Consistent with SCCT, the salient factor of financial stress has an influence on college students’ academic self-efficacy and career decision self-efficacy. Contrary to much of the past research, one’s generational status does not have an influence on these two variables.
Advisors/Committee Members: Perrone-McGovern, Kristin M. (advisor).

► Alcohol is a significant part of life for collegestudents. Whether they choose to imbibe in or abstain from, collegestudents find that the substance…
(more)

▼ Alcohol is a significant part of life for collegestudents. Whether they choose to
imbibe in or abstain from, collegestudents find that the substance has a profound effect
on the construction of their social lives. This study analyzed focus group interviews of
drinkers and non-drinkers using Baxter’s (2011) Relational Dialectics Theory to examine
the struggle between different ways of speaking about alcohol in a college setting.
Findings revealed that both groups use various discursive moves to both limit and expand
the overall discourse of college drinking and non-drinking, negotiating alcohol’s
importance in college life and adulthood.
Advisors/Committee Members: O'Hara, Laura L. (advisor).

► This study applies the construct of institutional agents and the associated theories of social capital and social networking to understand the influence of institutional agents…
(more)

▼ This study applies the construct of institutional
agents and the associated theories of social capital and social
networking to understand the influence of institutional agents on
Latino undocumented community collegestudents who qualify for
tuition equity in California under AB 540. The purpose of this
study was to identify the issues these students face in their daily
lives and their sources of challenge and support. Specific
attention was placed on the roles of institutional agents in
working with this population. In-depth interviews of thirteen
Latino AB 540 community students and ten faculty and staff members
from two community colleges were conducted. The following findings
were of greatest importance. First, Latino AB 540 students look to
peers, family, and community members as their main sources of
support. Second, the timing in which eligible students became aware
of the benefits of AB 540 (before senior year, during senior year,
or after enrolling in community college) poses a risk to access to
higher education. Third, financial obstacles are the most
significant hurdle for undocumented students. Fourth, the
institutional agents studied primarily served in the area of direct
support as resource agents, knowledge agents, and advocates. Fifth,
they also provided integrative support as cultural guides. This
study contributes to the burgeoning literature on institutional
agents and adds to the scant literature on the transition to
college for undocumented students and on undocumented community
collegestudents in general; where the majority of undocumented
students are enrolled or begin their collegiate
careers.
Advisors/Committee Members: Bensimon, Estela Mara (Committee Chair), Baca, Reynaldo R. (Committee Member), Oliverez, Paz Maya (Committee Member).

Bleza, M. G. (2013). AB 540 community college students in Southern California:
making connections and realizing dreams. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/348796/rec/455

Chicago Manual of Style (16th Edition):

Bleza, Michelle Gonzales. “AB 540 community college students in Southern California:
making connections and realizing dreams.” 2013. Doctoral Dissertation, University of Southern California. Accessed March 21, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/348796/rec/455.

Bleza MG. AB 540 community college students in Southern California:
making connections and realizing dreams. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Mar 21].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/348796/rec/455.

Council of Science Editors:

Bleza MG. AB 540 community college students in Southern California:
making connections and realizing dreams. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/348796/rec/455

Texas A&M University

24.
Comfort, Leslie E.Factors Contributing to Community College English as a Second Language (ESL) Student?s Academic Success.

► Given the high numbers of English as a Second Language (ESL) students who begin their studies at a community college, it is imperative that educators…
(more)

▼ Given the high numbers of English as a Second Language (ESL) students who begin their studies at a community college, it is imperative that educators help these students thrive. The purpose of this study was to determine the degree to which the factors of academic self-efficacy, acculturation, life satisfaction, and academic motivation affect ESL community collegestudents? academic success. A convenience sample of 118 ESL students who were enrolled in an urban community college in the U.S. participated in the study. These students were volunteers who were enrolled in for-credit classes in the Teacher Education and Child Development Department during the summer and fall semesters in 2011. The following research questions were addressed: (a) Are there significant differences between successful students (i.e., higher GPA) and less successful students on academic self-efficacy?, (b) Are there significant differences between successful students and less successful students on cultural congruity?, (c) Are there significant differences between successful students and less successful students on a measure of academic motivation and life satisfaction?, and (d) What impact does going to college have on ESL students? family life, work life, and social life?
The participants were asked to complete three Likert-type questionnaires and several open-ended items. Results indicated that ESL community collegestudents understand the expectations of their professors, and that they are able to master the coursework using their study skills. Students also perceived that they were accepted in the community college environment and experienced less identity and cultural conflict. Students were also positively impacted by their family?s support and understood the benefits of attending college. However, they had a difficult time dealing with competing time demands (i.e., work, school, family time). The results from the open-ended items showed that the ESL student?s family, work, and social life all play a part in college success. Results from the questionnaires showed that these students? lives were substantially impacted by attending college. Findings suggested that community colleges can recognize and enhance their ESL students? strengths rather than simply expecting them to assimilate into the academic environment.
Advisors/Committee Members: Padr?n, Yolanda N. (advisor), Fournier, Constance J. (committee member), Hill, Rodney C. (committee member), Juntune, Joyce E. (committee member).

Comfort, L. E. (2013). Factors Contributing to Community College English as a Second Language (ESL) Student?s Academic Success. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151806

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Comfort LE. Factors Contributing to Community College English as a Second Language (ESL) Student?s Academic Success. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151806

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

California State University – Sacramento

25.
Newell, Mallory Angeli.
An exploration of civic engagement of community collegestudents.

► Abundant evidence from studies comparing individuals with a bachelor???s degree to those without suggests that higher levels of educational attainment are positively associated with increased…
(more)

▼ Abundant evidence from studies comparing individuals with a bachelor???s degree to those without suggests that higher levels of educational attainment are positively associated with increased levels of civic engagement. Yet, few studies explore the civic engagement levels of current community college (two-year) students as well as individuals who graduated from a community college but did not go on to obtain a four-year degree. In this study I explored the civic engagement of current two-year students compared to four-year students as well as adults with a bachelor???s degree compared to those with a high school diploma or an associate???s degree to better understand if differences exist between these groups.
I found that community-based engagement was significantly lower for two-year students than four-year students, and these differences may stem from differences in enrolling full-time, living on campus, and hours worked on or off campus. When I isolated two-year students, enrolling full-time, living on campus, and hours worked on and off campus were significant predictors of their community-based engagement. Two-year students were also significantly less likely to discuss politics than four-year students, however full-time enrollment, living on campus, and hours worked on or off campus did not explain the differences. In addition, two-year students were not significantly different from four-year students in their engagement in political protests, but when I controlled for a student enrolling full-time, living on campus, and how many hours they worked on or off campus, two-year students were significantly more likely to participate in political protests than four-year students. With only two-year students in the regression, enrolling full-time, living on campus, and hours worked on campus were significant predictors of their engagement in political protests.
For adults not currently enrolled in school and likely beyond their college going years, high school graduates and associate???s degree holders were significantly less likely than bachelor???s degree holders to engage in community-based and political engagement activities. The findings resulted in leadership, policy, and equity implications.
Advisors/Committee Members: Kirlin, Mary.

► Retention is a concern for colleges and universities nationwide. The focus of this study is what a small private liberal arts college does well in…
(more)

▼ Retention is a concern for colleges and universities nationwide. The focus of this study is
what a small private liberal arts college does well in terms of retaining students by examining the
students who left the college for a minimum of one semester and then returned to finish their
degree. A survey instrument was used to examine the positive impact the faculty, academic
advising, academic program, student services, technology, and the living environment had on the
return of reactivated students to Jamestown College (JC). The survey instrument was also used to
find out the reasons students attended JC initially, why they left, why they came back, what they
like the most, and what they like the least about JC. The faculty and staff of JC had the most
positive impact on reactivated students returning to JC. Other factors that positively impacted the
students included academic advising and programs of study.
Advisors/Committee Members: Hall, Thomas E. (advisor).

► Background: Heavy drinking is a prevalent problem on college campuses across the U.S. Parents are an important source of influence that is related to college…
(more)

▼ Background: Heavy drinking is a prevalent problem on
college campuses across the U.S. Parents are an important source of
influence that is related to college student drinking and amenable
to change in the context of brief interventions. Previous research
in this area has almost exclusively relied on primarily white,
non-Hispanic/Latino samples, with little attention to ethnic
minority groups. Objective: The first aim of the present study was
to use a person-centered approach to identify cultural orientation
profiles of Hispanic/ Latino collegestudents and their mothers.
The second was to examine profile differences in student drinking
and consequences and determine which social and intraindividual
influences accounted for differences. Two competing cross-sectional
theoretical models of these influences were tested. In the first
“proximal-distal” path model, distal influences (i.e., social
influences) were associated with drinking and consequences via more
proximal (i.e., intraindividual) influences. In the alternative
“concurrent” path model, social and intraindividual influences were
concurrently associated with drinking and consequences. Methods: A
sample of 362 Hispanic/Latino first-year students and their mothers
was recruited from a public university in the southeastern United
States. Students’ and mothers’ acculturation (U.S. and Hispanic
orientation), ethnic identity, and familismo were assessed. In
addition, students completed measures related to their drinking,
alcohol-related consequences, peer influences, alcohol-specific
maternal behavior, contextual factors, and intraindividual factors
(e.g., attitudes, beliefs). To achieve the first aim, latent
profile analysis identified distinct profiles of mother-student
dyads based on their U.S./Hispanic cultural orientation, ethnic
identity, and familismo. To achieve the second aim, cross-sectional
path analyses assessed the “proximal-distal” and “concurrent” path
models. Results: Three profiles emerged: one in which students and
mothers identified strongly with Hispanic culture and students
identified strongly with U.S. culture (Bicultural Hispanic [BH]);
one in which students and mothers identified strongly with U.S.
culture but had mismatched levels of ethnic identity and familismo
(U.S./Mismatched attitudes [USMA]); and one in which neither
students nor mothers identified strongly with either Hispanic or
U.S. culture (Marginalized [M]). There were no differences in
drinking or consequences by profile. The “proximal-distal” model
was selected, and indicated that membership in the M profile had
significant and positive indirect effects on drinking and
consequences through its associations with higher levels of
maternal permissiveness and more positive attitudes about alcohol
use. Implications: Findings from the present study suggest students
who feel detached from Hispanic and U.S. culture are at highest
risk for heavy drinking and related consequences, and may be most
in need of prevention materials. Results will inform adaptation of
individual-focused and…

► This study explores the lived experiences of first-year, rural, Oregon students in their initial entry to college. Through qualitative research involving one-on-one interviews with 10…
(more)

▼ This study explores the lived experiences of first-year, rural, Oregon students in their initial entry to college. Through qualitative research involving one-on-one interviews with 10 participants, the author examines the transition of rural students into higher education, common experiences of rural students in their first term of college, and perceived barriers to postsecondary education for this population. Collective narratives resulted in six themes of an unexpected emotional and social transition to college, motivations for enrolling in college, lack of social and co-curricular involvement, new exposure to diversity and consciousness of a rural identity, prioritization of labor over education in rural communities, and rural secondary school systems as both a barrier and a catalyst for college success. The results of this research provide insight into the experiences of this somewhat unknown social identity in higher education. Implications for future studies and suggestions for improving the college transition for rural students are discussed.
Advisors/Committee Members: Kovac, David C. (advisor), Bridges, Laurie (committee member).

► The purpose of this non-experimental, quantitative study was to determine how well selected institutional characteristics explain the variance in Hispanic community college students’ transfer rates…
(more)

▼ The purpose of this non-experimental, quantitative study was to determine how well selected institutional characteristics explain the variance in Hispanic community college students’ transfer rates to 4-year institutions. Due to the rapidly growing Texas Hispanic population, understanding challenges to their educational attainment has become critical. Hispanic community college enrollment in Texas continues to rise, yet these students are not transferring to 4-year institutions at the same rate as other groups. This study analyzed data from the Texas Higher Education Coordinating Board of 50 Texas community colleges to determine how well the independent variables (Hispanic population of each community college campus locale, Hispanic community college student college readiness as indicated by Texas Success Indicator scores, and the percent of Hispanic faculty at each community college) accounted for the variance on the dependent variable (Hispanic community college student transfer rate). Multiple regression was used to determine the magnitude of the relationships between the dependent variable and the combination of all the independent variables. Commonality analysis was then utilized to identify proportions of variance in the dependent variable from combinations of the independent variables. The independent variables together generated a statistically significant regression model on the dependent variable, F(4, 64) = 3.067, p = .023. The R2 coefficient between the independent variables on the dependent variable presented a positive relationship with 17.2% variance. The percent of Hispanic community college faculty was the largest contributor to the variance (62.09%), the strongest factor in accounting for the transfer rates of Hispanic community collegestudents to 4-year universities. Hispanic population of each community college campus locale had the least effect on the dependent variable with a 1.47% variance. The findings of this study support the recent report by the Texas Higher Education Coordinating Board in favor of research and resources for Hispanic educator preparation programs.
Advisors/Committee Members: Bower, Beverly L., Whitson, Kathleen K., Haynes, R. Michael.

Klement, E. C. (2012). Transfer Rates of Texas Hispanic Community College Students to 4-Year Institutions: Selected Institutional Factors. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149622/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Klement, Emily Conrady. “Transfer Rates of Texas Hispanic Community College Students to 4-Year Institutions: Selected Institutional Factors.” 2012. Thesis, University of North Texas. Accessed March 21, 2019.
https://digital.library.unt.edu/ark:/67531/metadc149622/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Klement EC. Transfer Rates of Texas Hispanic Community College Students to 4-Year Institutions: Selected Institutional Factors. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Mar 21].
Available from: https://digital.library.unt.edu/ark:/67531/metadc149622/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Klement EC. Transfer Rates of Texas Hispanic Community College Students to 4-Year Institutions: Selected Institutional Factors. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149622/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Florida International University

30.
Arneson, Eric E.
The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College.

► The purpose of this phenomenological study was to examine the effects that faculty who live in residence with collegestudents perceive result from their…
(more)

▼ The purpose of this phenomenological study was to examine the effects that faculty who live in residence with collegestudents perceive result from their experience. This study examined the perspectives from current and recent residential faculty members. Data were gathered through individual structured interviews with current and former residential faculty who gave firsthand accounts of how they felt that experience impacted them.
Literature consistently showed that faculty-student interaction is very important to the development and success of students (Astin, 1993). Research has clearly demonstrated positive outcomes that result for students. The present study was undertaken because there is a dearth of research, however, regarding this impact on the faculty members themselves. Given the importance of faculty-student interaction outside of the classroom (Lundberg, 2004), it is crucial to recruit faculty for these communities. Thus, more information regarding this experience will be valuable to faculty and administrators considering working with residential colleges.
The study was conducted at a mid-sized private university in the Southeastern United States. The reason for this choice was the fact that this school has a 25-year history as a residential college system and utilizes 12-15 residential faculty members yearly. The researcher conducted interviews with 13 faculty members and coded and analyzed the data. The study findings indicated that the faculty perceived great benefits from serving as residential college faculty members. Perceived benefits as described by the participants included increased skill in teaching, feeling a sense of community, stronger relationships with other faculty members and students, and an increased affinity toward the university. While there were some challenges such as lack of training, institutional politics, and loss of privacy all participants in the study felt they gained from the opportunity and would do it again in the same situation. This study enhanced the limited formal knowledge available regarding how faculty experience living in residential colleges with students.
Advisors/Committee Members: Roger Geertz Gonzalez, Benjamin Baez, Glenda Musoba, Teresa Lucas.

Arneson, E. E. (2011). The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/484 ; 10.25148/etd.FI11120501 ; FI11120501

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Arneson, Eric E. “The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College.” 2011. Thesis, Florida International University. Accessed March 21, 2019.
http://digitalcommons.fiu.edu/etd/484 ; 10.25148/etd.FI11120501 ; FI11120501.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Arneson, Eric E. “The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College.” 2011. Web. 21 Mar 2019.

Vancouver:

Arneson EE. The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College. [Internet] [Thesis]. Florida International University; 2011. [cited 2019 Mar 21].
Available from: http://digitalcommons.fiu.edu/etd/484 ; 10.25148/etd.FI11120501 ; FI11120501.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arneson EE. The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College. [Thesis]. Florida International University; 2011. Available from: http://digitalcommons.fiu.edu/etd/484 ; 10.25148/etd.FI11120501 ; FI11120501

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation